18-T5 Domain-specific instruction in schools and professional domains

course coordinators/tutors
Dr. Arthur Bakker (A.Bakker4@uu.nl)
Utrecht University
Freudenthal Institute  
Princetonplein 5
3584 CC Utrecht

Prof. dr. Carla van Boxtel (c.a.m.vanboxtel@uva.nl)
University of Amsterdam
Research Institute of Child Development and Education
Nieuwe Achtergracht 127
1018 WS Amsterdam

MSc. Rosa Alberto (R.A.Alberto@uu.nl)
Utrecht University
Freudenthal Institute - Mathematics Education
Princetonplein 5
3584 CC Utrecht

Sharisse van Driel (sharisse.vandriel@ou.nl)
Open University of the Netherlands
Welten Insitute
Valkenburgerweg 177
6419 AT Heerlen

Course description:
Research within the area of learning and instruction often takes place within a specific domain. Important research questions focus on learning and instruction of domain-specific concepts and domain-specific ways of reasoning and problem solving. Within these domains many innovations have been implemented over the last few decades because of new insights into learning and instruction, but also because the subject matter that is taught within these different domains is up-dated or because the professional or social environment in which the knowledge and skills are meaningful has been changed.
In this master class we focus foremost on domain-specific instruction in schools, but also elaborate on what happens with domain-specific skills when a person has to translate them into a different context (i.e., transitions between domains and to the workplace, questions of transfer or boundary crossing). We discuss the theories that domain-specific researchers use and contribute to. Furthermore, we explore different methods being used in domain-specific instruction research, such as design research, process and intervention studies. Finally, we discuss how to close the gap between the research and educational practice under discussion and how to develop a fruitful exchange between them.

Course objectives:
The participants will:
- Become aware that domain-specific research is conducted within diverse contexts;
- Acquire insight into the types of research questions and theories that play an important role in investigating the acquisition of domain-specific knowledge and skills;
- Gain deeper understanding of the problem of transfer of domain-specific knowledge and understanding and transitions between contexts;
- Acquire insight into research methodologies used within this type of research, particularly in the context of design research, intervention studies and process studies;
- Become acquainted with the work of researchers and staff members within this area;
- Engage in debate about strengths and weaknesses of domain-specific research and how it connects to educational practice;
- Convert research questions, methodologies and findings of domain-specific research to the context of their own research project.

Requirements/entry level: This course is recommended for second or third year PhD-students. First year PhD students may participate only if they have followed the ICO Introductory course.

Course Programme*
*Note: not all speakers havee been invited / confirmed yet

Meetings:

Day 1  October 29th 2018  Theoretical frameworks

10.00-10.30 

Introduction

10.30-11.15 

Arthur Bakker: Connecting general and domain specific theories

11.15-11.30 

Discussion prepared by participants (Task 2)

11.30-12.15 

Tine Beneker: Powerful knowledge in geography education

12.15-12.30 

Discussion: prepared by participants (Task 2)

12.30-13.30 

Lunch

13.30-14.15 

Marieke van der Schaaf: Expertise development in medical education

14.15-14.30 

Discussion: prepared by participants (Task 2)

14.30-15.00 

Reflection on the use of theory in own research (group assignment)

 

Day 2 October 30th  2018: Transitions between domains & transfer

10.00-10.45

Carla van Boxtel: domain-specific and domain-general aspect of reasoning about historical-social issues

10.45-11.00 

Discussion: prepared by participants (Task 2)

11.00-11.45 

Rick de Graaff: Content- and language integrated learning

11.45-12.00 

Discussion: prepared by participants (Task 2)

12.00-13.00 

Lunch

13.00-13.45 

Arthur Bakker: Boundary crossing between education and work

13.45-14.00 

Discussion: prepared by participants (Task 2)

14.00-16.00 

Group assignment (preparation for Task 4)

 

Day 3 November 26th 2018: Methods of domain-specific research

10.00-10.45

Arthur Bakker: Design-research in education

10.45-11.00

Discussion: prepared by participants (Task 2)

11.00-12.15

Discusison Task 3 (in 2 parallel sessions): reflection on methods that are applied in own research

12.15-13.00 

Lunch

13.00-13.45

Daphne van Weijen: Treatment fidelity in intervention studies

13.45-14.00

Discussion: prepared by participants (Task 2)

14.00-14.45

Sharisse van Driel / Rosa Alberto: The use of eye-tracking in studies on complex visual tasks 

14.45-15.00

Discussion: prepared by participants (Task 2)

15.00-16.00 

Discussion of Task 3 (in 2 parallel sessions): reflection on 
methods applied in own research

 

Day 4  November 27th 2018: From theory to practice

 10.00-10.45

Lisette Uiterwijk (NRO Kennisrotonde): vragen vanuit de praktijk aan de wetenschap

 10.45-11.15 

Group discussion about how to bridge the gap between research and practice

 11.15-13.00 

Frans van Dam: How to communicate your research? Training session

 13.00-13.45

Lunch

 13.45-15.45 

Presentations (Task 4)

 15.45-16.00 

Closing

 



Specification of the workload:
The contact-based activities take 24 hours. In total 60 hours are scheduled for self-study and assignments (Tasks 1 to 4). So in total the course takes 84 hours.
* When a participant can't be present during one of the meetings, he or she has to inform the coordinators at least two weeks before the start of the course. We then give a replacement assignment (e.g. writing a brief paper related to the assignment of that course day).

Dates:
October 29th and 30th 2018
November 26th and 27th 2018

Location: Studiecentrum of the Open University in Utrecht, Vondellaan 202, 3521 GZ Utrecht

Maximum number of participants: 15

Assessment:
- Being present through all face-to-face meetings
- Finishing the assignments

Feedback: the presentations of the participants will be discussed during the meetings